Illuminating the New Standards with Learning Style: Striking a Perfect Match

Doolan, Laura Shea; Honigsfeld, Andrea

doi:10.1080/00098650009600968

Cited by 8 publications

(5 citation statements)

References 14 publications

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“…It has been argued that identifying, matching and understanding the range of health professional students' learning styles with classroom delivery of subject matter and learning strategies has the potential to enhance learning experience (Doolan & Honigsfeld 2000). This paper presents and explores results of a study using the Dundee Ready Educational Environment Measure (DREEM).…”

Section: Introductionmentioning

confidence: 99%

Investigating perceptions of the academic educational environment across six undergraduate health care courses in the United Kingdom

Ousey

Stephenson

Brown

et al. 2014

Nurse Education in Practice

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Abstract:Aim: To compare how health care professional students perceive their academic learning environment in one Higher Education Institution (HEI).Method: The Dundee Ready Education Environment Measure (DREEM), a scale that measures students' perceptions of their academic classroom learning environments, and demographic items were completed by 673 undergraduate students enrolled in health professional courses at the University of Huddersfield, United Kingdom. Respondent scores, partitioned by demographic variables, were obtained on the total DREEM scale and on the individual sub-scales. Analysis of variance techniques were utilized to investigate associations between demographic variables on the total DREEM score and sub-scale scores.Results: All students from all year levels reported total DREEM scores between 101 -150, indicating a more positive than negative perception of their academic learning environments. Both profession and year of study were found to be significantly associated with total DREEM scores, with occupational therapists, physiotherapists and nurses scoring higher than operating department practice students; and first year students scoring higher than third year students. A significant interaction between these two factors was found to exist, indicating that the impact of the year of study does not apply equally over the different professional groups of students.Conclusions: Students in this study reported positive perceptions about their academic classroom learning environments and teaching delivered. Further interrogation of the DREEM sub-scale dimensions at a programme/cohort level may offer course teams' further information to inform continuous quality improvement.

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Section: Introductionmentioning

confidence: 99%

Investigating perceptions of the academic educational environment across six undergraduate health care courses in the United Kingdom

Ousey

Stephenson

Brown

et al. 2014

Nurse Education in Practice

View full text Add to dashboard Cite

show abstract

“…The learning styles approach to teaching arises from the shared notion that different students do indeed learn -or at least prefer to learndifferently (Diaz & Cartnal, 1999;Lemire, 1996, Snyder, 2000, and that teachers should therefore facilitate a variety oflearning experiences in their classrooms (Dolan & Honigsfeld, 2000;Ebeling, 2001;Nulty & Barrett, 1996). Educators committed to learning styles theory, moreover, have created a wealth of teaching ideas for enriching student learning experiences.…”

Section: Resultsmentioning

confidence: 98%

Translating Learning Style Theory into Developmental Education Practice: An Article Based on Gregorc's Cognitive Learning Styles

Terry

2002

Journal of College Reading and Learning

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“…Faktor-faktor ini didapati memberi kesan terhadap pencapaian akademik pelajar seperti yang ditemui dalam kajian Afandi, Nik Mohd Rahimi, & Harun, (2019) Untuk itu, pelbagai usaha perlu dilakukan tidak hanya tertumpu kepada merangka strategi, aktiviti pengajaran dan gaya pembelajaran yang sesuai bagi memahami dan menguasai dengan cepat dan berkesan (Ashinida, 2012), malah ianya merangkumi usaha ke arah peningkatan keupayaan untuk mengarahkan pembelajaran kendiri serta mampu mengatasi cabaran persekitaran pembelajaran (Mohamad Azrien & Zamri, 2011). Menurut Doolan & Honigsfeld (2010), penggabungan gaya pembelajaran dan aspek kendiri mampu meningkatkan prestasi pembelajaran. Aspek kendiri ini merangkumi kemampuan dan keyakinan diri yang pelajar berikan dalam pembelajaran terutama dalam bidang pemerolehan bahasa Asing.…”

Section: Pernyataan Masalahunclassified

Efikasi Kendiri dan Kebimbangan Bahasa Dalam Kelas Pembelajaran Bahasa Arab di Sekolah Agama

Yusoff¹,

Yusoff²,

Baharuddin³

2020

Attarbawiy

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Learning Arabic as a foreign language has to do with psychological factors. This factor about the belief, feeling and behavior experienced by the student that can influence the foreign language learning process in classes. Among these psychological factors are language anxiety and self efficacy. This study aims to identify the level of self efficacy and language anxiety of school students and thier differences based on gender factors. Also to identify the correlation of self efficacy with language anxiety in Arabic language learning classes. Quantitative study was conducted using the General Self Efficacy Scale (GSE) and Foreign Language Classroom Anxiety Scale (FLCAS). There were 420 responden involved who are currently studying at SMKA. Descriptive and inference analysis is used to obtain the result of the study. Research findings showed that the level of self efficacy were high, yet the language anxiety was moderate. The differences between self efficacy and language anxiety based on gender was no significant. However, there was a significant negatif correlation between self efficacy and language anxiety. The implication is the Arabic teachers should reduce the students' anxiety through classroom management and enhance student self-efficacy to strengthen Arabic language learning. (199 words). Abstrak Pembelajaran bahasa Arab sebagai bahasa asing mempunyai kaitan dengan faktor psikologi. Faktor ini merupakan kepercayaan, perasaan dan tingkah laku yang dialami oleh pelajar boleh mempengaruhi proses pembelajaran di dalam bahasa asing. Di antara faktor psikologi ini adalah efikasi kendiri dan kebimbangan bahasa. Kajian ini bertujuan untuk mengenal pasti tahap efikasi kendiri dan kebimbangan bahasa dalam kalangan pelajar sekolah serta perbezaannya berdasarkan faktor jantina. Juga mengkaji hubungan efikasi kendiri dengan kebimbangan bahasa yang berlaku dalam kelas pembelajaran bahasa Arab. Kajian kuantitatif berbentuk tinjauan ini menggunakan soal selidik General Self Efficacy Scale (GSE) dan Foreign Language Classroom Anxiety Scale (FLCAS). Responden kajian terdiri daripada 420 orang murid yang sedang menuntut di SMKA. Analisis deskriptif dan inferensi digunakan untuk memperolehi dapatan kajian. Dapatan kajian menunjukkan tahap efikasi kendiri pelajar adalah tinggi, manakala tahap kebimbangan bahasa berada di tahap sederhana. Tidak terdapat perbezaan yang signifikan efikasi kendiri dan kebimbangan bahasa berdasarkan jantina. Namun terdapat hubungan negatif yang signifikan antara efikasi kendiri dengan kebimbangan bahasa. Kesimpulannya, efikasi kendiri memberi kesan kepada kebimbangan bahasa Arab dalam kalangan murid. Implikasi kajian ialah guru bahasa Arab perlu mengurangkan kebimbangan murid melalui pengurusan bilik kelas dan meningkatkan efikasi kendiri murid bagi mengukuhkan pembelajaran di dalam kelas bahasa Arab. (199 perkataan)

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Illuminating the New Standards with Learning Style: Striking a Perfect Match

Cited by 8 publications

References 14 publications

Investigating perceptions of the academic educational environment across six undergraduate health care courses in the United Kingdom

Investigating perceptions of the academic educational environment across six undergraduate health care courses in the United Kingdom

Translating Learning Style Theory into Developmental Education Practice: An Article Based on Gregorc's Cognitive Learning Styles

Efikasi Kendiri dan Kebimbangan Bahasa Dalam Kelas Pembelajaran Bahasa Arab di Sekolah Agama

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